An investigation into how teachers, parents, and management view religious education and the role they play

Completing one’s education is not possible until one studies comparative religion or religion’s influence on civilisation. The goal of this research is to predict how teachers, parents, and administrators will feel about religion education in elementary schools in the years to come. Our morals and values are shaped by our religious and philosophical convictions. The ideals of having a tranquil and loving life are taught in religious education. You can learn how to make better decisions for a happier and more peaceful existence from this book. Individuals, families, and communities all benefit from religious activity, according to Patrick (2006).

Students need religious instruction beginning at an early age. Among other things, it teaches students how to interact with others in a respectful manner and imparts moral guidance for a better life. A thorough understanding of religion is necessary to comprehend not just our country’s history, but also the rest of the world. The subject of liberty, civics, crafts, and other academic fields are all given a boost as a result of the curriculum change. According to John et al. (2003), the curriculum must cater to the child’s emotional, artistic, spiritual and moral demands in order to develop the individual to his or her fullest extent. The development of a child’s spiritual and moral ideals, as well as their awareness of God, depends heavily on RE.

A Critical Analysis of the Literature
Students who receive a religious education are more open-minded, but only if their teachers instruct them on how to put these ideas into reality and how to interact with others in a challenging community. Teachers of Religious Education must be well-versed in both material and methodology, as well as possess superior evaluation abilities, in order to provide their students with successful instruction. Dinama and others (2016)
It is the responsibility of religious education teachers to provide effective instruction to students so that they can put what they have learned into practise. This idea was backed by Liagkis (2016).

There was a proposal by Geoff Teece (2009) to write an article on religious education and learning about religion. There is a lack of clarity in terms of learning and what it means to learn from religion, according to the author of this article. This second-order explanatory framework truly refers to the study of religion, such as rituals and myth, the researcher claims. The importance of religious instruction and education in the public school system cannot be overstated.

A solution proposed by Gardner (1980) was to teach pupils about the events and lives influenced by other religions, rather than making them adhere to a single religion. When faced with this offered solution we have to ask: Is it appropriate to raise pupils with the minds they have been given in terms of their educational beliefs? Instead of deviating from the norm, should one stick with what’s been done before? Gardner (1993) and McLaughlin & Hare (1994) were the first to investigate these questions (1994)

In 1997, Leahy & Laura stated that religion should not be taught in an uncompromising setting. It is possible to boost students’ understanding of other courses by including religious elements into the curriculum (P.329).

Parents should be allowed to make decisions about their children’s religious education through curriculum censorship, Leahy (1998) argued, but Leahy herself rejects the idea because it would jeopardise the rights of other religious communities and obliterate the paths of other groups, resulting in social imbalances

According to John M. Hull, the school has a role to play in training students to participate in a pluralistic culture with knowledge and consideration. When there are more than one religions in a culture, the need for careful study of religion grows, not decreases. [Traduction] (1984, p. 48)

Despite the importance of appreciation, acceptance, and treating others with respect, a new generation of people must also be educated about the causes and solutions to complicated and global problems. (1998, p. 36) (Nord and Haynes)

Tolerance of others is not enough; a global, interconnected society requires harmony by others whose results and destinies are intertwined, and that they wish to be prepared to turn, not only personally, but also collectively and politically. This statement is supported by Freiler’s (2009)

A Study of Christian and Buddhist Preschools in Japan by Susan D. Holloway argues that religious beliefs have an important role in early childhood education. In western writing, the Japanese are occasionally referred to be a nonreligious people, despite the fact that the Japanese themselves are often seen as the staunch believers who stand in direct opposition to the American faith. Shinto, on the other hand, is more likely to appeal to the Japanese, who are more prepared to put together and meet the doctrine that is often appealing at the beginning and wedding whereas Buddhism stands with silence/external rest through in spite of circumstances that work to darken the noticeable philosophical contribution of different doctrine.

To find out what teachers think about religion education as an educational component.
Determine the importance of instructors in helping children acquire positive character traits.
To learn what parents think of religious education.
An investigation into the role of school administration in the inclusion of religious education in the curriculum.
The study’s methodology:
This study was conducted using a quantitative methodology. To conduct this research, questionnaires were used. In educational research, questionnaires are a common method for eliciting participants’ thoughts, feelings, judgments, and preferences.

Questions are a significant and extensively used method in educational research to get information about people’s views and preferences. Muijs (2004) and Reid (2004) (2006)

“The questionnaire is an important research instrument, a tool for data collecting,” according to Oppenheim (1992: 100). To put it another way, it’s an orderly collection of questions that’s been carefully crafted using a predetermined set of guidelines.

Three categories of data can be gathered via questionnaires: factual (Creswell (2008), Cohen et al (2007), Raid (2006)), behavioural (Cohen et al (2007)), and attitudinal (Raid 2006). Questions concerning respondents’ demographics are based on factual information, whereas inquiries into their activities, habits, and experiences employ behavioural questions. Questions about their interests, beliefs, values, opinions, and attitudes, on the other hand, are the domain of attitudinal inquiries. Two aspects from the areas of factual and attitudinal inquiries are used in this study’s research tool.